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Although there has been considerable growth in the higher education systems of Turkey and China in about the last two decades, there is still a room for development in enabling equity in all regions, increasing opportunities and resources regardless of socio-economic status or gender differences. Students coming from disadvantaged backgrounds do not have enough tools to change their fate for the better due to the accumulated barriers they face. Given this background, the chapter discusses how the barriers to equitable HE admissions relate to each other and which one has a greater negative impact over the Accumulated Conversion Barriers Modal we propose defined by personal, discriminatory, institutional, and geographical barriers. The perspectives of Turkish and Chinese HE stakeholders were examined through 21 in-depth interviews that were subjected to content analysis and interpreted in a comparative style using the lens of Capabilities Approach of Sen. We also offer policy suggestions to increase students’ conversion capacities for better outcomes to serve both the national and the international educational contexts owing to the adaptable nature of our modal to other countries experiencing similar issues in their higher education systems.

After the electoral victory in 2018, the newly formed Pakistan Tehreek-e-Insaf (PTI) government presented its National Education Policy Framework, chalking out its priorities of bringing more than 22 million out-of-school children to schools, improving educational quality, and introducing a uniform education system in the country. However, the government’s grand ambitions, transpired quickly, only to produce a draft of a new unified curriculum in 2020. This chapter investigates the newly formulated Single National Curriculum (SNC) in Pakistan by using the lens of Critical Cultural Political Economy of Education (CCPEE). To understand the endogenous and exogenous factors shaping the SNC, the chapter argues that securitization and neoliberalization are the significant factors informing the development and the production of the new curriculum.